2024 ASEE Annual Conference & Exposition

Thematic Insights from Focus Groups: Addressing Digital Inequalities in Remote Laboratories for Equitable Engineering Education

Presented at ELOS Technical Session 5 - Remote, Virtual, and Digital Realities

The integration of Remote Laboratories (RLs) into engineering education has deeply impacted instructional methodologies. Their cost-effectiveness, low maintenance, and ease of accessibility have enticed educational institutions to incorporate them into their curricula. This pedagogical transition has raised questions about potential digital inequalities that may arise due to the advanced technological component of RLs. In this context, the Remote Hub Lab (RHL) focuses on studying the impact of digital inequalities in RLs concerning equitable access. This paper extends the findings of a previous study involving students utilizing a remote lab based on Field Programmable Gate Arrays (FPGAs). The earlier survey-based research affirmed the potential of RLs to promote educational equity. However, it is also revealed that the evolution of internet technology can trigger digital inequalities, particularly affecting students from low-income backgrounds who face challenges related to internet quality and device connectivity due to insufficient technology maintenance, hardware issues, and logistical constraints concerning public access. In this context, the present paper seeks to delve deeper into these issues through resource-intensive focus-group discussions. These discussions aim to unravel the intricacies of the challenges faced by students, analyze how remote labs impact on the three levels of inequalities, and identify potential solutions and interventions. Data from focus-groups help to find the ``how" and ``why" behind the survey data obtained from students, providing a more comprehensive and human-centered perspective on their experiences within the realm of digital inequalities. The insights obtained from this research will serve as valuable input for the development of a model for building and evaluating remote labs designed specifically for radio-frequency communications courses.

Authors

Mr. Marcos Jose Inonan Moran University of Washington [biography]

Marcos Inonan is a PhD candidate and research assistant in the Remote Hub Lab (RHLab) of the department of Electrical and Computer Engineering at the University of Washington in Seattle. His research is centered on developing remote laboratories with a lens of equitable access to engineering education, and driven by his commitment to promote diversity, equity and inclusion in STEM education. In addition to his research on remote laboratories, Marcos has expertise in digital communication theory, signal processing, radar technology, and firmware engineering. Additionally, he has extensive experience in teaching embedded systems and senior design courses.
Dr. Rania Hussein University of Washington [biography]

Dr. Rania Hussein is an Associate Teaching Professor in the Electrical and Computer Engineering department at the University of Washington, where she also serves as the founder, principal investigator, and director of the Remote Hub Lab (RHLab). With her research focus on embedded systems, medical image analysis, digital twinning, and remote engineering, Dr. Hussein is committed to developing innovative solutions that enhance equity and access in engineering education and telehealth practices. Her work in promoting diversity, equity, and inclusion in higher education led to the successful building and passing of the religious accommodation law in the State of Washington, which provides alternative exam testing accommodations for students due to religious observances. Dr. Hussein is the recipient of the 2021 Innovative Program Award from the Electrical and Computer Engineering Department Head Association (ECEDHA), for founding the RHLab, as well as the 2022 IEEE Region 6 Outstanding Engineering Educator, Mentor, and Facilitator in the Area of STEM Award, recognizing her contributions to advancing students’ success, mentorship, empowering under-represented communities, and promoting equitable access to engineering education.

Download paper (2.66 MB)

Are you a researcher? Would you like to cite this paper? Visit the ASEE document repository at peer.asee.org for more tools and easy citations.

» Download paper

« View session